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Brad C. Phillips and Jordan E. Horowitz offer a research-based model and actionable approach for using data strategically at community colleges to increase completion rates as well as other metrics linked to student success. They draw from the fields of psychology, neuroscience, and behavioral economics to show how leaders and administrators can build good habits for engaging with data constructively.   At the core of their approach is a strategic effort to help administrators and faculty identify leading indicators that they can affect and monitor before student failure occurs. The book also helps educators make better use of common sources of data, clarify problems to be solved, match research-based interventions to problems, and evaluate results.   The authors incorporate strategies for college personnel to engage with data more effectively by integrating student stories into presentations and embedding these discussions into existing meetings and routines. Three case studies from Long Beach City College, Southwestern College, and Odessa College further illustrate how this approach was implemented as part of comprehensive reform efforts.   Based on two decades of experience working with colleges across the country, Creating a Data-Informed Culture in Community Colleges promises to be a valuable contribution to the ongoing conversation about information use in education to improve student outcomes.  

Elevate your style with the DRM Jackets Orange College bomber jacket by Drome, designed exclusively for fashion-forward females. Crafted from premium leather, this jacket features a sleek orange hue that adds a pop of color to any outfit. The model is 174 cm tall and wears size XS for reference. The sleeve is made from 100% lambskin, while the body is made from 100% calfskin. The sleeve lining is 100% cupro, the body lining is 100% cotton, and the knit edge is a blend of 90% cotton and 10% elastane.

Elevate your style with the DRM Jackets Orange College bomber jacket by Drome, designed exclusively for fashion-forward females. Crafted from premium leather, this jacket features a sleek orange hue that adds a pop of color to any outfit. The model is 174 cm tall and wears size XS for reference. The sleeve is made from 100% lambskin, while the body is made from 100% calfskin. The sleeve lining is 100% cupro, the body lining is 100% cotton, and the knit edge is a blend of 90% cotton and 10% elastane.

Elevate your streetwear style with this black Off White hoodie featuring a front college logo print, kangaroo pocket, and drawstrings. The boxy fit, dropped shoulders, and ribbed hem and cuffs add a modern touch. Perfect for the fashion-forward man. Model wears size S. Model Height: 186 cm, Chest: 88 cm, Waist: 74 cm, Hips: 93 cm.

Length from bust to hem of size S: 80cm. Chest: 33cm, Waist: 31cm, across front only of size S. Mini dress. Lined. Model is a standard XS and is wearing size XS. True to size. Stretch. Mesh. Beaded details. Halter tie. Zipper, hook eye closure. Cold hand wash only. Polyester/Spandex. Please Note: This product is a Hello Molly Exclusive.    You've found the dress of your dreams. The College Days Halter Mini Dress features a tie-up halter design, beaded details and a flowy skirt. Style with heels to make an extravagant entrance.

This book, a training tool for the 21st-century community college leader and administrator, deconstructs outdated practices and constructs new approaches to how contemporary community college leadership is viewed, practiced, and envisioned. Both timely and comprehensive, the book develops new models that are focused on facilitating leadership innovation, and encourages both formal and informal leaders to become active agents for change. A relevant case study, written by an experienced community college leader, follows each chapter. This book will be useful for courses in administration, leadership, management, and related areas, and presents contemporary skills for anyone who is a leader and/or administrator in an organization.

"Geared to diversity practitioners and multicultural affairs professionals, Nexus: Complicating and Centering the Self presents a case study of how cross-Cultural centers can work successfully on university campuses. The book critically explores the establishment and growth of a campus cross-Cultural center through the memories and voices of those who left their marks on the center and on the university. It sheds light on questions about the significant experiences of those who pass through such centers during their time on campus, the community building these spaces create, and the continued dialogue on intra and interpersonal coalition building on college campuses. Readers learn about the inner workings and energies of such an organization, and the potential effectiveness centers have on campus climate and retention in higher education settings. Nexus: Complicating and Centering the Self offers valuable insight to those studying diversity in higher education, student development theory and practice, or the practice and praxis of cultural centers. Edwina Welch holds a Ed.D. in educational leadership from a joint program between University of California, San Diego, San Diego State University, and California State University San Marcos. Dr. Welch has taught courses in educational research methodology and diversity in education, been a co-Facilitator for social justice and diversity programs, and for almost twenty years served as the Campus Diversity Officer and Director of the Cross Cultural Center at the University of California, San Diego. She has written and presented extensively on diversity issues, and is a founding member of the California Council of Cultural Centers in Higher Education."

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This book advances recommendations for improving the success of men of color in community colleges. Drawing from insights  gleaned from research on men of color, Wood and Harris extend strategies and practices that can advance advising, student  services, and other support practices.

'Honorable Mention' 2016 PROSE Award - Education TheoryToday, community colleges enroll 40% of all undergraduates in the United States. In the years ahead, these institutions are expected to serve an even larger share of this student population. However, faced with increasing government pressure to significantly improve student completion rates, many community colleges will be forced to reconsider their traditional commitment to expand educational opportunity. Community colleges, therefore, are at a crossroads. Should they focus on improving student completion rates and divert resources from student recruitment programs? Should they improve completion rates by closing developmental studies programs and limiting enrollment to college-ready students? Or, can community colleges simultaneously expand educational opportunity and improve student completion? In John Dewey and the Future of Community College Education, Cliff Harbour argues that before these questions can be answered, community colleges must articulate the values and priorities that will guide them in the future. Harbour proposes that leaders across the institution come together and adopt a new democracy-based normative vision grounded in the writings of John Dewey, which would call upon colleges to do much more than improve completion rates and expand educational opportunity. It would look beyond the national economic measures that dominate higher education policy debates today and would prioritize individual student growth and the development of democratic communities. Harbour argues that this, in turn, would help community colleges contribute to the vital work of reconstructing American democracy. John Dewey and the Future of Community College Education is essential reading for all community college advocates interested in taking a more active role in developing the community college of the future.

Note: This is a Standalone book and does not include access card/code.FOCUS ON COMMUNITY COLLEGE SUCCESS, 4th Edition, speaks directly to community college students, delivering strategies for navigating the unique challenges of juggling school, family, work, and living/studying at home. Updated with the most current research, this forward-thinking text continues to strive to improve student retention, motivation, and engagement, as well as offer proof of student progress and course efficacy through the Entrance and Exit Interviews. The fourth edition includes expanded coverage on resilience, with strategies for assessing and building resilience. A revised section on the importance of group work gives students the tools they need to successfully collaborate. Now available with MindTap, a fully online, highly personalized learning experience built upon FOCUS ON COMMUNITY COLLEGE SUCCESS. MindTap combines learning tools--readings, multimedia, activities, and assessments --into a singular Learning Path that guides students through their course. Staley, a leader in the field of motivation, helps students develop realistic expectations of what it takes to learn while encouraging and engaging them with direct applications and immediate results.

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'Honorable Mention' 2016 PROSE Award - Education TheoryToday, community colleges enroll 40% of all undergraduates in the United States. In the years ahead, these institutions are expected to serve an even larger share of this student population. However, faced with increasing government pressure to significantly improve student completion rates, many community colleges will be forced to reconsider their traditional commitment to expand educational opportunity. Community colleges, therefore, are at a crossroads. Should they focus on improving student completion rates and divert resources from student recruitment programs? Should they improve completion rates by closing developmental studies programs and limiting enrollment to college-ready students? Or, can community colleges simultaneously expand educational opportunity and improve student completion? In John Dewey and the Future of Community College Education, Cliff Harbour argues that before these questions can be answered, community colleges must articulate the values and priorities that will guide them in the future. Harbour proposes that leaders across the institution come together and adopt a new democracy-based normative vision grounded in the writings of John Dewey, which would call upon colleges to do much more than improve completion rates and expand educational opportunity. It would look beyond the national economic measures that dominate higher education policy debates today and would prioritize individual student growth and the development of democratic communities. Harbour argues that this, in turn, would help community colleges contribute to the vital work of reconstructing American democracy. John Dewey and the Future of Community College Education is essential reading for all community college advocates interested in taking a more active role in developing the community college of the future.

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